Durweston Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Everyone is proud to be a part of Durweston school.

Pupils feel happy and safe. Their positive outlook is visible in everything they do.

The school's Christian values are at the heart of leaders' high ambition for pupils.

Pupils have a strong moral code. They understand the school's values and know they will serve them well throughout life.

Pupils learn and play well together, showing kindness and respect.

Pupils listen well to adults and one another. They confidently take part in discussions because adults encourage everyone to contribute. Relationships between all members of the school community are warm and nurturing.

Pupils feel... that they could speak to any member of staff if they had a worry.

Leaders are determined that all pupils experience 'magical moments' both within and beyond the curriculum. There is a vast range of enrichment opportunities for pupils of all ages.

Pupils are at the heart of the community the school serves. They play an active role in initiatives such as the church café and the village fete.

Parents are overwhelmingly positive about the school.

They appreciate the approachability of teachers and the school's focus on the well-being of pupils. Parents see the school as an asset to the community.

What does the school do well and what does it need to do better?

Leaders have designed an ambitious curriculum.

They have carefully set out the knowledge they want pupils to learn. This includes carefully chosen learning about their locality. Leaders have also considered key themes across the curriculum.

For example, pupils develop an understanding of how farming has changed over time in history, as well as using a local farm to understand more in science. The sequencing of content, including in the early years, means that pupils build on the knowledge they have and know more over time.

Leaders have ensured training and resources support teachers well.

This is particularly the case in reading, which leaders have prioritised. Good subject knowledge enables teachers to teach phonics and reading effectively. Pupils successfully segment words and blend sounds, which means they learn to read with fluency.

Children in the early years have lots of opportunities to enjoy rhymes and sound making so that they are eager to learn phonics when they start Reception. However, in a few subjects, the curriculum is quite new. Teachers have not yet developed fully effective strategies to teach these.

Pupils love to read. They talk with enthusiasm about the books they choose. Pupils particularly like having stories read to them, which teachers do each day.

Teachers read in an engaging way, which sparks pupils' enthusiasm and interest.

Teachers use assessment well. In mathematics and reading, they have used assessment to identify the gaps in knowledge each pupil has following the pandemic.

They use this to plan the curriculum carefully so that pupils quickly secure this knowledge before moving on.

Pupils with special educational needs and/or disabilities have their needs identified accurately. Teachers plan effectively for these pupils so that they are able to learn well.

Working with other agencies secures specific support for those pupils with more complex needs.

Leaders are rightly proud of the rich experiences that pupils have. Pupils participate in events and activities that build their understanding of local and national traditions.

However, they have a more limited understanding of cultural diversity. Pupils do, nonetheless, understand individual difference and feel that it is important for people to be unique and 'be themselves'.

Governors know their school well and carry out their strategic roles effectively.

They have remained committed to a vision for excellence over recent years. This has secured a good quality of education for every pupil. Senior leaders and governors take care of their staff.

Staff are proud to work at Durweston and feel supported in their work.

Safeguarding

The arrangements for safeguarding are effective.

Leaders ensure safeguarding is their highest priority.

They work well with a range of agencies to make sure that pupils and families get the right help at the right time. Recruitment checks are carried out diligently.

Staff know the signs of abuse and neglect.

They respond effectively to concerns and follow agreed procedures for recording and reporting. This means leaders can act on any concerns swiftly.

Pupils know how to stay safe when using the internet.

They understand the difference between a good secret and one that should be shared. The curriculum ensures they learn about personal relationships and risks beyond their locality.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Teachers do not always use consistent strategies when implementing the curriculum.

This means some subjects are less well implemented than others. Leaders should ensure that teachers use agreed strategies consistently so that all pupils can know more, remember more and do more across the curriculum. ? Some subject curriculums are relatively new.

Leaders must ensure that they are fully embedded, so that teaching helps pupils to know and remember more and be well prepared for what comes next. ? While pupils have a good understanding of the need for respect for every individual, the curriculum does not develop their understanding of cultural diversity as well as it could. Leaders must ensure that pupils are well prepared for life in modern Britain.